The Iowa Reading Research Center aims to improve K—12 literacy through research, technical assistance, and dissemination. 

These overlapping efforts ground each of our projects. We believe the researcher-practitioner relationship should be bidirectional and mutually beneficial: Research should be infused into the classroom; likewise, classroom needs should guide research efforts. This collaboration between researchers, administrators, teachers, caregivers, policymakers makes progress in K–12 student literacy possible.

Research

Technical Assistance

Dissemination

Current Research Projects

Caregiver Data Literacy

Dates: Fall 2024–present

Principal Investigator: Leah Zimmermann

Description: Many states, including Iowa, require educators to develop individualized reading plans for students with reading difficulties (Neuman et al., 2023). To support these students at home and at school, there is a need to build caregiver knowledge of reading plans and related assessment data. To that end, the IRRC has launched the Caregiver Data Literacy project. 

  • The research arm of this project involves a systematic review of recent legislation on individualized reading plans to address questions such as: (1) Who qualifies for individualized reading plans? (2) What components of reading are involved? and (3) How do these plans compare to individual education programs (IEPs)?
  • For dissemination, this project will create learning materials and tools that can facilitate communication about student reading assessment data. For teachers, this includes the creation of the Educator Letter Builder, which allows educators to generate a customized letter to a student’s family to provide information, context, and further resources about a student’s assessment data. For caregivers, this project involves the creation of the Understanding Your Student’s Literacy Data eLearning module, which provides caregivers with the knowledge needed to understand and interpret their child’s assessment data. This module also includes the Caregiver Literacy Data Discussion Tool, a flexible template to help caregivers prepare for meetings with their child’s instructors.
  • For technical assistance, the IRRC will develop professional development for teachers that builds on the eLearning content and findings of the systematic review.

Related Materials:

Measure FIRST

Dates: Fall 2024–present

Principal Investigator/Collaborators: Shawn Datchuk 

Description: Measure FIRST (Fidelity of Implementation and Reading Skills of Teachers) aims to support Multi-Tiered System of Supports (MTSS) teams engaged in data-based decision-making by providing tools and guidance for measuring fidelity of instruction or intervention. 

  • The research arm of this project involves a systematic review of research on fidelity monitoring in K–12 classroom settings, addressing questions such as: (1) Who has created fidelity rubrics and monitored fidelity (researchers, school personnel)?  (2) What dimensions of behavior have been measured?  (3) How is fidelity measured (dichotomous yes/no, count, frequency, duration?)? (4) Where has fidelity been measured (core instruction, Tier 2 intervention, Tier 3 intervention)? This project also will include a survey of teacher knowledge and skill pertaining to fidelity and fidelity monitoring.
  • For dissemination, the IRRC will develop a new eLearning module to provide MTSS staff with the knowledge and skills needed to create fidelity checklists, monitor fidelity in classrooms, and use fidelity data to inform instructional decisions. The project team also will create a Measure FIRST application, which will allow MTSS staff to create custom fidelity checklists to monitor instruction across MTSS tiers. 
  • For technical assistance, the IRRC will develop professional development for teachers that builds on the eLearning content and findings of the systematic review.

Related Materials:

  • Measure FIRST eLearning Module (coming soon)
  • Measure FIRST Application (coming soon)
  • Measure FIRST Presentation (coming soon)
  • Research Brief (coming soon)

Core Data-Based Decision-Making

Dates: Fall 2024–present

Principal Investigator/Collaborators: Qian Wang

Description: The purpose of Core DBDM (Core Data-Based Decision-Making) is to help MTSS teams use universal screening data to evaluate core instruction and identify the need for alterations to instruction.

  • From the research side, this project involves a systematic review of research on DBDM in core instruction, focusing on questions such as: (1) Who has implemented DBDM in core instruction (researchers, teachers)? (2) What types of assessments have been used? (3) What decision rules have been used to determine need for alterations? (4) What alterations have been done (intensification, curriculum changes, whole-class intervention)? (5) What components of literacy have been assessed? 
  • From the dissemination side, this project will result in the creation of a new eLearning module designed to help MTSS staff build the knowledge and skills needed to collect student data and use it to identify classwide needs and guide alterations to instruction. The project team will also create an application that will allow MTSS staff to calculate the median score for each class within a school and identify classes that are not responsive to Tier 1 instruction based on selected criteria (25th percentile or 40th percentile). 
  • For technical assistance, the IRRC will develop professional development for teachers that builds on the eLearning content and findings of the systematic review.

Related Materials:

  • Core DBDM eLearning Module (coming soon)
  • Core DBDM Application (coming soon)
  • Core DBDM Presentation (coming soon)
  • Research Brief (coming soon)

CLIFTER

Dates: Fall 2024–present

Principal Investigator/Collaborators: Shawn Datchuk

Description: In mid-2024, the Iowa Reading Research Center launched the Literacy LIFTER (Letter Identification and Formation for Transcription and Early Reading), a free tool and eLearning module designed help educators and caregivers support students’ handwriting and early reading skills. Cursive LIFTER, or CLIFTER, extends LIFTER to include cursive handwriting instructional materials.  

  • From the research side, this project involves a systematic review of research on teaching cursive, addressing questions such as: (1) How have researchers measured cursive handwriting? (2) What instructional techniques have researchers used to teach cursive handwriting, and (3) What are effects of cursive handwriting on academic outcomes for students with and without disabilities?
  • On the dissemination side, the project team will expand the LIFTER eLearning module to include two new lessons that unpack research related to cursive handwriting and walk through ways to teach cursive using CLIFTER. The research team will also create a new CLIFTER tool that will include evidence-based materials for teaching cursive handwriting and letter knowledge. These materials will include video models of letter formation and pronunciation and downloadable student worksheets. 
  • For technical assistance, the IRRC will develop professional development for teachers that builds on the eLearning content and findings of the systematic review.

Related Materials:

  • CLIFTER eLearning Module (coming soon)
  • CLIFTER (coming soon)
  • CLIFTER Presentation (coming soon)
  • CLIFTER Poster Presentation
  • Research Brief (coming soon)